Professor Philip Parker

Pro Vice-Chancellor (Research)
Office of the Deputy Vice-Chancellor (Research and Enterprise)

Areas of expertise: educational inequality; educational psychology; developmental psychology; secondary data analysis

HDR Supervision accreditation status: Full

ORCID ID: 0000-0002-4604-8566

Phone: +61 0422 890 578


Location:  ACU North Sydney Campus

Professor Philip Parker is the Pro Vice-Chancellor (Research) of the Office of the Deputy Vice-Chancellor (Research and Enterprise) at the Australian Catholic University. He received his doctorate in Educational Psychology from the University of Sydney. His major research interest includes educational inequality, developmental transitions, and educational attainment.


Top 10 publications

  • Parker, P., Sanders, T., Anders, J., Sahdra, B., Shure, N., Jerrim, J., & Cull, N. (2021). Does school average achievement explain the effect of socioeconomic status on math and reading interest? A test of the Information Distortion Model. Learning and Instruction, 73, 101432.
  • Parker, P., Dicke, T., Guo, J., Basarkod, G., & Marsh, H. (2021). Ability Stratification Predicts the Size of the Big-Fish-Little-Pond Effect. Educational Researcher, 0013189X2098617.
  • Parker, P. D., Zanden, B. V., Marsh, H. W., Owen, K., Duineveld, J. J., & Noetel, M. (2019). The Intersection of Gender, Social Class, and Cultural Context: A Meta-Analysis. Educational Psychology Review, 32(1), 197–228.
  • Parker, P. D., Marsh, H. W., Thoemmes, F., & Biddle, N. (2019). The negative year in school effect: Extending scope and strengthening causal claims. Journal of Educational Psychology, 111(1), 118–130.
  • Parker, P. D., Trautwein, U., Marsh, H. W., Basarkod, G., & Dicke, T. (2020). Development in relationship self-concept from high school to university predicts adjustment. Developmental Psychology.
  • Parker, P. D., Marsh, H. W., Jerrim, J. P., Guo, J., & Dicke, T. (2018). Inequity and Excellence in Academic Performance: Evidence From 27 Countries. American Educational Research Journal, 55(4), 836–858.
  • Parker, P. D., Marsh, H. W., Guo, J., Anders, J., Shure, N., & Dicke, T. (2018). An information distortion model of social class differences in math self-concept, intrinsic value, and utility value. Journal of Educational Psychology, 110(3), 445–463.
  • Parker, P. D., Zanden, B. V., & Parker, R. B. (2017). Girls get smart, boys get smug: Historical changes in gender differences in math, literacy, and academic social comparison and achievement. Learning and Instruction.
  • Parker, P. D., Jerrim, J., & Anders, J. (2016). What Effect Did the Global Financial Crisis Have Upon Youth Wellbeing? Evidence From Four Australian Cohorts. Developmental Psychology.
  • Parker, P. D., Jerrim, J., Schoon, I., & Marsh, H. W. (2016). A Multination Study of Socioeconomic Inequality in Expectations for Progression to Higher Education: The Role of Between-School Tracking and Ability Stratification. American Educational Research Journal, 53(1), 6–32.


ARC grants

  • Square Eyes or All Lies? Understanding Children's Exposure to Screens (DP200101912)
  • A RCT of an education reengagement program for at-risk youth (LP160100332)
  • School principals’ diminishing wellbeing (LP160101056)
  • NSW police psychological strengths, wellbeing and retention (LP140100100)
  • The Helmsman Project: Giving at-risk adolescents skills to navigate life and make a difference (LP140100041)
  • Self-beliefs and task value as drivers of educational choices during the post-high school transition (DE140100080)
  • Making Australia internationally competitive: driving educational attainment by academic motivation, self-concept, engagement and aspirations (DP130102713)

NHMRC grants

  • Evidence-based physical activity promotion in primary schools: Improving children’s health through sustainable partnerships (APP1114281)

Accolades and awards

  • 2019 Rising Star of Australian Research (The Australian)
  • 2005 APA Science Prize Winner

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